So what is making the student successful in the University? Everyone says, "The content! The professor!" Take that same content, deliver it to the 50 self-studiers in the form of a MOOC. Some will succeed. On average, however, performance of a class will *destroy* self-learners
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So what if, and hear me out on this, the most important aspect of an education for the majority of people isn't actually the *content* itself (though that certainly matters), but scheduling, artificial discipline, making up for where the average human is broken and/or lazy?
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If that's the case, it means two things: 1. By learning self discipline and finding the right content you can free yourself from the need of an expensive classroom 2. Self-learning being available will be wildly helpful to a few people, but not very helpful to most
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Do you want them to learn about Shakespeare’s works, or do you want them to challenge one another’s ideas, practice navigating bureaucracy, learn to speak up among peers, appropriately interact with authority figures...?
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I had a public education, and those are the things I learned in school. But I also I learned about Shakespeare’s works by reading, debating with others, getting guidance from professors on where and how to seek more information. Need both class & solo learning
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I think one important spect is also receiving feedback, that’s how you can learn from mistakes. In the classroom student gets feedback and a good online class should have the same
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the second group, if and only if there are incentives in play to prevent them just using the time for something else
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but yeah lib arts stuff is where self-learning gets stretched a bit. basically anything where "answers" become less than 100% objective
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The difference with self studiers is that they aren’t randomly selected. Half of my classmates would be non functional without a roadmap.
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50 in the first group will have learned enough. 48 in the second group will have learned none the other 2 will have honestly learned the most.
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No one wants to learn about shakespear
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People in the class. People are bad at commiting and following through. Like me, and starting the application to your thing.
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anyone to whom this doesn't go without stating, probably won't benefit from it having been stated.
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The people who learn the most are in the second group, but more people in the first group learn something substantive about Shakespeare.
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It depends on many things. One might say the trickiest aspect of any discipline is learning how to learn the discipline and then how to communicate it; in both aspects, many would require feedback to not fall into traps that cause long delays,
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So much of what is required to learn and communicate a discipline often requires a social context; where that might be seeing the contrasting approaches and errors of fello classmates, or one word of correction from a teacher. Starting out, one has no idea how little one knows.
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Many folk are not adept at decomposing and sequencing topics into coherent pathways. But also, it all hinges upon what you mean by "learning". If the goal is mere rote memorization, then many might be able to do that alone if given a roadmap, because that is quite obvious.
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In a slackgroup a person asked for a methodology to become efficient at solving algorithmic challenges, and I constructed a plan pullled together from many different resources that touched on different aspects of learning to code. For me, it is a challenge to construct solutions.
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On the other hand, I have constucted my own "artificial context" which was dependent on many others who were only able to give the information because somehow they were making money from their teachings. So it is not that clear-cut.
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If one got the knack for learning how to learn programming langauges and how to pick and choose projects of escalating complexity that challenge one's skills, and would be suitably socially impressive, then there is a world of information, But none of the pathways are obvious.
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Also a lot of what folk consider success is not just the matter of becoming good at this or that, but becoming good in the right way, in the right social context, where you are seen by the right person. It is not always about how much learns per se.
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